Last night I was reminded that many Phd candidates may be starting to prepare for their job searches this month. (Or, if you are like me, starting to stress about preparing for a job search). So I wanted to share some resources: 🧵
"How to apply for academic jobs in 2021" aims to make the academic job market a little more transparent. I think it's still relevant for this cycle, though I haven't had time to update it yet this year.
The first time I had a student in crisis, I called a friend who was a psychiatrist at the VA and asked for help.
She told me a few things. First, that I needed to know my boundaries and limits. It wasn't appropriate for me to take responsibility for my students' mental health.
Second, that as a trusted employee who worked closely with students, it was my responsibility to be informed about resources for students.
I needed to know what was available, what it cost, and how to access it. I also needed to know which choices were dangerous. For example:
May 14, 2020 • 12 tweets • 3 min read
went for a run and had to stop to wait for some goslings to cross the road and also had some reflections on my medieval academy talk today that I wanted share.
I'm thinking about two questions I got after my talk.
First, from a professor: we do lots of alt-ac programming, but no one comes.
Second, from a student: I feel like if I prepare for alt-ac I'll damage my chances on the job market.
Jun 19, 2019 • 15 tweets • 4 min read
So I just read student evaluations for The History of the Book in the Americas and Beyond #JCBBookHistory and I'm so pleased that the students felt like they benefitted from the course. But it's bittersweet because I don't know when (if?) I'll get to work with undergrads again!
I wanted to share some things I learned about teaching book history in special collections. I should say this was a really unusual class: a small and very thoughtful group of students, embedded in a rare books library, and co-instructed by the library director and curator.
